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This article offers an account of the nature of fallibility and its educational significance based on recent work in cognitive science and epistemology. It explains that fallibilism is the dominant epistemology in education and explains that the doctrine of fallibilism is an anti-dogmatic intellectual stance or attitude. It criticizes a type of fallibility that can only maintain its antiskepticism by introducing specialized usages for “certain” and “possibility”.

This article offers an account of the nature of fallibility and its educational significance based on recent work in cognitive science and epistemology. It explains that fallibilism is the dominant epistemology in education and explains that the doctrine of fallibilism is an anti-dogmatic intellectual stance or attitude. It criticizes a type of fallibility that can only maintain its antiskepticism by introducing specialized usages for “certain” and “possibility”.